This paper reports on our recent experience using IS 2002 to revise an undergraduate IS curriculum.(這篇報告Pace大學採用IS2002調整大學部的資管課程之設計經驗)

We found that IS 2002 provided a useful, practical framework for discussion and structuring of IS course topics, goals, and sequence.(IS2002是可以用來討論與架構資管課程的主題、目標、順序的好方法)

課程變革過程

how the Curriculum Committee applied IS 2002 as a both a tool and a resource throughout the curriculum revision process.(課程委員會是如何利用IS2002做為重新檢討課程設計的工具與資源)

The most significant changes the Curriculum Committee made in the undergraduate program was to convert all required major courses to four credits instead of three.(最大的變革是將所有主要課程都從三學分變成四學分的課程) This has been motivated by a number of factors.First of all, research suggests that undergraduate students have a deeper learning(更深度學習) experience if a curriculum provides more depth than breadth (Austin, 1998; Gardiner, 1994).

the Curriculum Committee was compelled to review its curriculum.(課程委員會重新檢討課程設計)

By using IS 2002 as scaffolding for our new curriculum, we were able to accelerate the revision process, and complete the revision in 6 months,(以六個月的時間完成)

套用IS 2002之方式

IS 2002 had elements that could ease the difficult job of revising courses.(IS2002能使修訂課程的困難度降低)

we examined the underlying assumptions of IS 2002 to see if our curriculum was based on these same premises.(先看IS2002的基本假設是否符合該系課程規劃的立場一致)

We then mapped our new courses to the IS 2002 representative course sequence.(其將新規劃的課程與IS2002的課程順序做出對照)

A diagram of our course sequence was linked to course descriptions from IS 2002.(課程地圖連結到IS 2002內容)

Once connections between IS 2002 courses and our new IS courses were made, descriptions, goals, and topics for IS 2002 courses were compared, applied, and adopted into our new curriculum.(將IS2002與新規劃課程的目標、主題、描述做出比較並加以適當調整成為新課程)

Referencing IS 2002 helped us identify topics to either add or eliminate from courses.(參考IS2002有助於釐清課程主題之增刪)

Half of the courses in our new curriculum have a one-to-one correspondence with IS 2002, and 30% have some correspondence. Only 20% have no correspondence.(最後結果有一半課程是完全對應到IS2002的課程、3成則有所參考、僅有兩成並無參照)

審視IS 2002之過程

Another way IS 2002 was useful was as a resource for initiating faculty discussion of overall goals and objectives for the new curriculum.(IS2002也有助於引導系上討論新規劃課程的目標，以其"Guiding Assumptions About the Information Systems Profession"章節所述方式來進行)

to build a stronger faculty consensus on the new direction of the undergraduate program.(對於大學部課程新方向有更佳的共識)

We accomplished this by using IS 2002 to construct a faculty survey on the relative rank of IS goals and objectives. This survey was based on a section of IS 2002, "Guiding Assumptions About the Information Systems Profession" (Gorgone, et al., 2003, p.6). This material was used to create a list of 11 overall goals and objectives for an IS program (see Table 2).(依此方式定義出如下列Table的11項目標)

Using the survey instrument included in the appendix we asked all IS faculty members to rank the five most important objectives. 15 information systems faculty, replied, representing 33 1/3% of potential responses. Results were collated and the perceived importance was measured by applying a Borda count for tallying votes.

The top five objectives among faculty are(系上認定最前面的5項目標): (1) Understanding and modeling organizational processes and data(組織程序與資料的瞭解與模式化)
(2) Development of skills in the application of information technology for helping individuals, groups, and organizations achieve their goals(資訊科技應用於個人、群體、組織作業目標之開發技術)
(3) Defining and implementing technical and process solutions(能找出並實現作業程序的技術解決方案)
(4) Topics and concepts explained using a broad business and real world perspective(透視企業與現實所需的主題與概念)
(5) Improvement of communication skills (oral, written, listening)(增進溝通技巧)

The results indicate that our faculty consider the technical objectives to be more important. These include modeling, applying information technology and implementing technical solutions. (此結果指出系的考量是以技術目標為主，包括資訊科技的應用與資訊技術的實作) In contrast, the faculty rank the less technical objectives lower, i.e., team/collaboration skills, interpersonal skills, ethical issues.(對於低技術性的目標則評價較低，像是團隊合作、協同工作、人際溝通技巧、倫理議題等) This ranking reflects the technical orientation of the faculty and the fact that we are a school of computer science and information systems and not a business school.(所以該系也是技術導向)

Notice the relatively low ranking of project management and systems integration skills. Surveys of employers have indicated that these are highly valued skills (Noll and Wilkins, 2002).(不過值得注意的是有關專案管理與系統整合能力的低評價，與企業雇主認定應為高評價是不一樣的) This disparity raises questions about the disconnect between faculty perceptions and professional expectations.(這部分則代表系的認知與職場對資管專業的期待有所落差)

學生參與討論過程

With major changes underway, it made sense to communicate our intentions to current students and solicit their feedback.(課程變革的進行過程中也與系上學生有所溝通並聽取其意見)

To collect this information, we conducted focus groups targeted at current information systems students.(學生組成焦點討論群體)

Four two-hour focus groups consisting of junior- and senior-level BS in IS students were scheduled, two for each undergraduate campus location. The focus groups began with a review of the current information systems program and then described the planned revisions. We provided participants with course descriptions for the revised curriculum and asked for comments.(聚焦討論的重點是：檢視現有課程、描述變革計畫、新規劃課程內容、意見回饋)

This was followed by an open-ended discussion(公開討論), led by a facilitator, on what students liked and didn't like about their experience as information systems majors.(什麼喜歡或不喜歡)Students said they did not want theory; they wanted more "hands on" courses.(不要只談理論的課、要能實作) One student suggested "if you are going to have four credit courses, one hour should be held in the lab."(若改四學分就應該有一學分實習課) Another student felt that "we learn better by doing" and he wanted more "hands on" classes.(做中學) When asked what they liked about information systems, many of the students said that they liked solving problems.(喜歡能解決問題)

Students from all sessions stressed the importance of group work, and emphasized that it was important to have the professors "take the group work seriously."(培養團隊合作的能力) Students across the focus groups also felt that a project management course needed to be added to the program.(專案管理)

Some students felt an introductory information systems course was not needed.(學生認為一些導論的課程不需要) One of the students said the material "could be done in two weeks." The Curriculum Committee strongly disagrees with this perspective.(課程委員會則非常不贊成此意見)

Student comments reveal the underlying tension between acquiring a present-day "skill set" versus the long-term professional requirement to stay current in the field.(傾向目前的技術培養或長期的專業需求?) In such a dynamic and rapidly changing industry, the goal for faculty has to be to teach students how to learn. In teaching a programming language, instructors must focus on the process of learning, hoping to teach students how to learn new languages. Students by contrast often focus on skill acquisition.(以程式語言為例，是像老師認為教好邏輯概念而未來更能學習新程式語言好呢？或學生認為的應教好程式技巧？)

An analysis of student comments revealed a wide spectrum of opinions about what an information systems program should include. Some students wanted more programming, some wanted more emphasis on communication skills. (分析學生的意見就能發現資管領域範圍之廣，有人希望學更多程式設計、有人則認為溝通技巧更重要)

研究結論

After studying IS 2002, talking to students and surveying faculty we found different interpretations of what the emphasis should be in a undergraduate information systems program.(究竟資管課程應強調的重點為何，老師學生各有不同的論述)

IS 2002 describes itself this way (Gorgone, et al., 2003): (1) The model curriculum should represent a consensus from the IS community.(IS2002代表了資管領域的集體意見)

(2) The model curriculum should be designed to help IS faculty produce competent and confident entry level graduates well suited to work-place responsibilities.(有助於資管科系培育出有能力且自信的大學畢業生並符合工作職場所需)

(3) The model curriculum should guide but not prescribe. Using the model curriculum guidelines, faculty can design their own courses.(IS2002是一種指導而非規定)

(4) The model curriculum should be based on sound educational methodologies and make appropriate recommendations for consideration by IS faculty.(適合資管科系參考)

In our experience, it was a great help. IS 2002 provided a vehicle for us to identify the explicit objectives of our program. In addition, IS 2002 proved to be a flexible, useful framework for adapting our program to the continuing strain of competing accreditation requirements and the rapid evolution of the IS industry and discipline.

Information Systems as a field of academic study exists under a variety of different names. The different labels reflect historical development of the field, different ideas about how to characterize it, and different emphases when programs were begun. The names of computerrelated majors offered in undergraduate institutions accredited by the Association to Advance Collegiate Schools of Business (AACSB) in the United States, for example, are represented by the following terms) (Pierson et al., 2008):

Information Systems as a field of academic study encompasses the concepts, principles, and processes for two broad areas of activity within organizations: 1) acquisition, deployment, management, and strategy for information technology resources and services (the information systems function; IS strategy, management, and acquisition; IT infrastructure; enterprise architecture; data and information) and 2) packaged system acquisition or system development, operation, and evolution of infrastructure and systems for use in organizational processes (project management, system acquisition, system development, system operation, and system maintenance). The systems that deliver information and communications services in an organization combine both technical components and human operators and users. They capture, store, process, and communicate data, information, and knowledge.

The information systems function in an organization has a broad responsibility to plan, develop or acquire, implement, and manage an infrastructure of information technology (computers and communications), data (both internal and external), and enterprise-wide information processing systems. It has the responsibility to track new information technologyand assist in incorporating it into the organization's strategy, planning, and practices. The function also supports departmental and individual information technology systems. The technology employed may range from large centralized to mobile distributed systems. The development and management of the information technology infrastructure and processing systems may involve organizational employees, consultants, and outsourcing services (both domestic and offshore).

Information systems professionals work with information technology and must have sound technical knowledge of computers, communications, and software. Since they operate within organizations and with organizational systems, they must also understand organizations and the functions within organizations (administration, accounting, finance, marketing, operations, human resources, and so forth). They must understand concepts and processes for achieving organizational goals with information technology. In addition to sound technical knowledge and organizational understanding, they must possess systems thinking, the ability to analyze business problems, communication skills, and teamwork skills (Overby 2006) in face-to-face and virtual settings. The academic content of an Information Systems degree program therefore includes information technology, information systems strategy and management, information systems development and implementation, organizational functions, and concepts and processes of organizational management.

Outcome Expectations for Information Systems Graduate

The restructuring of the Model Curriculum is driven by changes in high-level organizational needs and graduate capabilities. These overall capabilities are based on knowledge and skills (that have been categorized as IS-specific Knowledge and Skills, Foundational Knowledge and Skills, and Domain Fundamentals).

The new capability (High-level IS Capabilities) set recognizes the change in the nature of the jobs IS graduates are likely to have by focusing on business analysis, organizational processes, enterprise architecture, sourcing options, and security/risk management. (IS 2010的課程規劃是從企業需求的角度探討應具備的資訊系統能力，學生至少要聚焦瞭解一些商業分析、組織流程、企業架構、資源選擇、安全風險管理等概念。)

1.Improving Organizational Processes

The new curriculum assumes that understanding and improving organizational processes is one of the key capabilities of all IS graduates. (對於組織流程瞭解並能提出改善方案是最重要的能力) This requires the graduates to:

§Understand general principles of process analysis in order to apply them to specific situations

§Analyze existing processes based on interviewing, observation, documentation analysis, and other similar methods

§Understand how the very large amounts of data collected by modern organizations can be used to review, redesign, and improve processes

§Identify and capture the essential findings from the large amount of data produced by the analysis process

§Research and apply industry reference models and best practices in order to improve process designs

§Use analysis results as a basis for designing revised processes based on the graduates' strong understanding of both organizations and information technology

§Simulate proposed processes and revising them as necessary

§Negotiate solutions that satisfy the political requirements for new processes

§Understand the limitations of what can be achieved with available technology, financial resources, and organizational capabilities.

§Lead the implementation of new processes.

§Customize processes to address cultural and ethnic needs.

2.Exploiting Opportunities Created by Technology Innovations

Graduates of Information Systems programs should be experts in seeing how organizations can benefit from technology capabilities, converting opportunities created by information technology innovations into sustainable organizational value through systematic processes. (知道如何善用資訊科技創新持續提升組織獲利) An essential element of this high-level capability is the ability to understand both information technology and the needs of an organization within a specific domain at such a deep level that IS graduates see new opportunities to create value faster and with greater clarity during various analysis processes than their non-IS counterparts. Achieving a high level of performance related to this capability requiresin-depth knowledge of technology and the domain, skills in analyzing problems and designing solution alternatives, ability to analyze the strengths and weaknesses of various alternatives, understanding issues related to the feasibility of possible solutions, as well as demonstrable skills in sourcing, designing, and implementing technology solutions.

3.Understanding and Addressing Information Requirements

Another key capability of all IS graduates is the ability to analyze and document organizational information requirements at various levels, starting from those of individual knowledge workers responsible for specific tasks and ending with very high level institutional requirements. (組織之資訊應用需求分析及產出文件之能力) IS graduates are able to analyze information needs of an individual, organizational unit, or an organization in order to determine how information technology-based solutions can best be designed to support these information needs. Increasingly, the core capabilities in this area are related to effective utilization and integration of data that is generated in a rich variety of organizational systems and includes multiple types and formats.

4.Designing and Managing Enterprise Architecture

Information Systems graduates should be experts in high level design and management of IT capabilities that are fully aligned with general organizational goals. These capabilities are typically organized and presented as an enterprise architecture, consisting of high-level internally compatible representations of organizational business models, data, applications, and information technology infrastructure. The capabilities of the graduates of undergraduate IS programs are typically at a level suitable for focusing on the component architectures. One of the knowledge and skill areas that is directly derived from this high-level IS capability is related to IT infrastructure, including networking technology, data centers, and so on. This high-level capability also requires an understanding of the IT management and control frameworks, such as ITIL and COBIT. (就資訊科技架構方面，至少像是網路佈建管理與資料中心建置管理等能力是必要的；就企業組織架構方面，至少瞭解一些資訊服務管理框架。) (註：目前企業所需要的各種框架而言，最上層的是「公司治理」的COSO框架，中層是「IT治理」的COBIT框架，底層則是「IT管理」的各種標準與框架如 ITIL、ISO20000 及 ISO27001 等，皆屬於IT管理的範疇。)

5.Identifying and Evaluating Solution and Sourcing Alternatives

Graduates of IS programs are capable of producing high-level design alternatives for various organizational IT-based solutions. (對各種IT解決方案進行評估的能力) There are always a large number of ways to achieve a specific set of organizational capabilities using information technology, but not all of approaches are feasible in a specific context. An essential high-level capability that IS graduates have is an ability to identify a small subset of operationally, financially, and technically feasible solution alternatives and the mechanisms through which an organization can acquire these technology resources. Most projects require reusing or building on the existing components (such as modules, reusable objects, databases, information architectures, etc.) used in the current systems, and therefore, it is essential that graduates have the capability to understand a variety of technologies and their integration. (並瞭解各種技術之間的系統整合模式)

6.Securing Data and Infrastructure

It has been increasingly important for organizations to ensure that their data and IT infrastructure resources are protected from a variety of security threats, which can potentially create significant financial liabilities as well as damage the organizational image. Understanding these threats and identifying high-level solutions to protecting the organization are essential capabilities of all graduates of Information Systems degree programs. (瞭解組織面對的安全風險與解決之道) IS graduates should have strong capabilities in understanding, managing, and controlling organizational risks that are associated with the use of IT-based solutions (e.g., security, disaster recovery, obsolescence, etc.). At the undergraduate level, the emphasis should be on in-depth understanding of a variety of risks. Because IT solutions are so closely integrated with all aspects of a modern organization, it has become essential to manage the risks related to their use in a highly systematic and comprehensive way.

The knowledge and skills that graduates in Information Systems (Knowledge and Skills of IS Graduates) are expected to have can be divided into three categories (資訊系統方面相關的應具備知識與技能) :

1.Information Systems Specific Knowledge and Skills (資訊系統的知識技術)

The category of Information Systems Specific Knowledge and Skills includes elements that are in the core of the IS discipline. It is divided into four main categories (and subcategories), as follows:

§Identifying and designing opportunities for IT-enabled organizational improvement. These include:

c. Understanding and designing the role of information systems in managing organizational risks and establishing controls

d. Identifying and exploiting opportunities created by emerging technology innovations

e. Understanding and documenting information requirements

f. Improving various stakeholders' experience in interacting with the organization, including issues in human-computer interaction.

§Analyzing trade-offs. One of the most important knowledge and skill categories for Information Systems graduates is the ability to design and compare solution and sourcing alternatives in a way that takes into account various sources of risks and dimensions of feasibility, including technology characteristics, availability of and organizational ability to use human resources, scheduling, organizational politics, regulatory issues, and return on investment. A particular strength of Information Systems graduates is the ability to integrate a variety of these perspectives and avoid analysis that narrowly focuses on only technology or business requirements. Subcategories include:

Foundational Knowledge and Skills are shared by many disciplines that educate knowledge professionals, and they include broad categories such as leadership and collaboration, communication, and analytical and critical thinking. (領導、協同運作、溝通、分析思考等能力) This requires the graduates to:

§Leadership and collaboration. Capabilities should include:

a. Leading cross-functional global teams

b. Managing globally distributed projects

c. Working effectively in diverse teams

d. Structuring organizations effectively.

§Communication. IS professionals work closely with colleagues in a variety of different organizational roles, and invariably, their job performance is partially dependent on their ability to communicate. Capabilities should include:

§Negotiation. In their organizational roles, they have to navigate carefully between different, competing interests within the organization. IS professionals also play a role in the negotiations with external IT service providers and other vendors. Capabilities should include:

a. Negotiating with users about funding, resources of time, staff, and features

b. Negotiating with providers about service levels

c. Negotiating with providers about quality and performance of deliverables

d. Facilitating negotiations between competing internal interests.

§Analytical and critical thinking, including creativity and ethical analysis. Capabilities should include:

§Mathematical foundations. To support in-depth analysis of data, IS professionals should have a strong background in statistics and probability. For those who are interested in building a strong skill set in algorithmic thinking, discrete mathematics is important.

3.Knowledge and Skills Related to Domain Fundamentals (其他領域的知識技術)

The most common domain for Information Systems is business in general, but many other domains are possible components, including business specialties (such as accounting or finance), government, health care, the legal profession and non-governmental organizations. Within each domain, it is typically possible to identify at least three subcategories of domain knowledge:

§General models of the domain. This subcategory refers to the general foundational material that provides an overall understanding of the domain at the level that is needed to both understand the general concepts within the area and form a basis for studying the key specializations within the domain.

§Key specializations within the domain. Within each domain, there is a core set of the most important specializations that are essential for understanding the domain and operating within it.

§Evaluation of performance within the domain. Within many domains, issues related to performance analysis and evaluation are essential for understanding the domain fully, and, therefore, we include it as a separate subcategory. Performance evaluation also reveals important aspects of the philosophy of a domain.

Although the higher education system produces highly educated people in information and computer systems, as in all fields, talented people with advanced knowledge for managing information systems are a scarce resource. It is the objective of the MS programs to fill this gap by providing the needed education.

It is evidenced that MS programs are achieving their objectives by the existence of more than two hundred MS programs in Information Systems in the United States and throughout the world. Their student bodies include people with previous degrees in IS, people with degrees in related fields and considerable experience, and people who seek to enter the field without previous knowledge about information systems. These various streams of students find remunerative jobs upon graduation from the MS programs.

For the foreseeable future, it is anticipated that MS programs will continue to attract students with a wide range of backgrounds. In traditional graduate programs, it is assumed that entering students have a common background obtained through an undergraduate degree in that field. For students entering the MSIS program, this is often not the case. Although students entering directly from undergraduate programs may have a BS degree with a major in IS, often their degree is in computer science, business, or some other field. The MSIS program may also attract experienced individuals including IS professionals and people seeking career changes. Often this experienced group will be part-time evening students or will access the courses through a remote learning environment. The architecture of the MSIS program accommodates this wide diversity of backgrounds and learning environments. Specifically, the MSIS program is appropriate for:

§New graduates with degrees in a variety of fields from business students with an IS concentration, computer science, general business degrees, and bachelor degrees in a range of fields including the humanities, social science, engineering, and physical science.

§New graduates with a BS degree with a major in IS or IT.

§Experienced IS professionals seeking to upgrade skills and to understand management issues.

Students graduating from the MSIS program should be prepared to provide leadership in the Information Systems field. Graduates will have the following skills, knowledge, and values:

§A core of IS management and technology knowledge

§Integration of IS and business foundations

§Broad business and real world perspective

§Communication, interpersonal, and team skills

§Analytical and critical thinking skills

§Specific skills leading to a career

Description of the Information Systems Program

The curriculum model is designed as a set of interrelated building blocks.

1.Foundations(先修): At the foundation level, the curriculum is designed to accommodate students from a wide variety of backgrounds. In particular, the model specifies the business and information systems skills required as prerequisite to the rest of the curriculum. Students entering the MSIS program need the content of the following courses (or their equivalent) to be able to undertake the MSIS core described below. (資訊系統類先修條件可將資訊系統導論與程式設計列入) The required IS foundations include the content found in “IS 2002 Model Curriculum Guidelines” : “Fundamentals of IS (IS2002.1)” and “Programming, Data, File, and Object Structures (IS2002.5)”. (商管基礎類先修條件自訂) The business foundations can be provided by a minimum of three courses on the basics of business: one on internal organizational considerations, one on external organizational considerations, and a third course in one area of business. Alternatively, a two-course graduate sequence6 on integrated business functions and processes can be used to provide this business foundation.

2.Core(核心): The next level, or core, is a set of Technical and Management courses. All graduates require this common core. The core courses are:

II.IS Policy and Strategy (Relationship between IS and the business、IS and competitive position、Aligning IT goals and strategy、Creating IT values, vision, and mission、IT strategic planning, infrastructure planning and budgeting、IS implementation、Inter-organizational systems、Outsourcing versus insourcing、Globalization、Risk management、Virtual organization)

III.Implications of Digitization (Ethics Privacy、Govt. regulations (e.g., Sarbanes-Oxley, HIPAA)、Globalization and Sourcing、Intellectual Property、Virtual Work and Telecommuting、Implications of AI、Security measures and planning、E-business、Digital Divide、IT Workforce)
OR
Implications of Human-Computer Interaction (The Participants and Their Roles、Human-based Issues、Evaluation Issues、Interactive Technologies、HCI Design、Impacts of HCI)

3.Integrated Capstone: This component addresses the increasing need to integrate a broad range of technologies. It offers the students the opportunity to synthesize the ideas presented earlier and it helps students implement comprehensive systems across an organization. The revision broadens the view of integration from being primarily a technical issue to considering both technology and management integration. (The enterprise as a system of integrated business processes、Relationships with suppliers and customers、Strategic Alignment of IT with the business、Managing the IS function: IT organization and governance, the value of IT, the role of the CIO, sourcing, compliance、Developing an integrated enterprise architecture: Platform choices, Impact of standards and vendor strategies)

4.Career Tracks: It consists of elective courses organized around careers such as global IT management, management consulting, or IT infrastructure. Numerous career tracks are possible.

This is especially the case in the field of end user information systems.To assist collegiate educators in updating curricula and programs in end-user information systems, the new 2004 Model Curriculum is provided as a framework. The goal of the undergraduate curriculum model is to help collegiate educators design a program that produces information technology professionals who have the skills and knowledge necessary to make quality decisions regarding the effective use of technology in the workplace. The Organizational & End-user Information Systems (OEIS) Model Curriculum emphasizes the need to view technology as an enabler for achieving organizational goals and maximizing individual employee performance. In addition, the curriculum design gives great attention to not only the technical, but also the managerial, and the organizational issues that knowledge workers will need to address in the global workplace.

The major objectives of the OEIS model curriculum are to prepare students with a foundation in information management and end-user information systems including software acquisition, installation, training, and end-user support for multiple occupations in an information intensive, technological workplace. Specific objectives of the curriculum content are to developed graduates and future knowledge workers with the competencies to:

žAssess the need for, implement, and evaluate information technologies for the desktop environment to meet changing workplace requirements in a knowledge-based economy.

žAssess the need for, design, implement, and evaluate technical training programs for business professionals and knowledge workers in organizations.

žAnalyze the needs of end-users in a variety of business functions and recommend OEIS solutions to improve performance.

žAssess the need for, implement, support and evaluate networking environments.

žApply information technology to support workplace performance at all organizational levels.

žAnalyze comprehensive IT cases related to problems and issues associated with organizational and end-user information systems.